April Cousins Jessica Denson TEDU 414 Unit Plan Unit Plan: Simple Machines 3 rd Grade Unit Introduction: This unit focuses on use and functions of simple machines and their importance in our everyday lives. This unit takes 2 weeks to complete. Week 1 focuses on an introduction to all 6 simple machines, as well as a main focus and activities that teach about the use of the pulley, wedge, lever, and wheel and axle. Week 2 will cover the inclined plane and screw, along with the use and importance of compound machines (2 or more simple machines combined to make work easier). This unit plan will cover week 1 of the entire unit. Objectives: General Unit Objectives: 1. The students will learn and understand the uses and functions of the 6 simple machines by completing class activities on each simple machine. 2. The students will be able to apply their knowledge of simple machines in real situations by being able to use simple machines to help them make work easier in their everyday life. 3. The students will gain a higher appreciation of how simple machines are used every day to make moving, lifting, pushing, and pulling objects easier. Specific Objectives: The students will be able to correctly identify and label all 6 different types of simple machines when shown tangible examples. The students will be able to research and identify the purpose, function, uses, and examples of each simple machine when give computers and worksheets with 80% accuracy. The students will be able to demonstrate their understanding of how a pulley system works, with 80% accuracy, by creating their own fixed pulley system using various materials provided by the teacher to lift a bucket off the ground. The students will be able to demonstrate an understanding of how a wedge can separate an object into equal parts and then record the divided amount in fraction form with 80% accuracy when given clay and a knife. Given a Legos lever set, the student will be able to construct a lever with appropriate fulcrum placement in order to help a Lego minifigure lift a 50g load with 80% accuracy. The student will be able to properly identify and label the fulcrum, load, and effort with 80% accuracy when given a worksheet to draw the levers they constructed. Given toy cars with and without wheels and axles and rulers, the student will be able to measure and compare the distances that the toy cars travel with 80% accuracy.
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April Cousins Jessica Denson TEDU 414 Unit Plan
Unit Plan: Simple Machines
3rd
Grade
Unit Introduction:
This unit focuses on use and functions of simple machines and their importance in our everyday
lives. This unit takes 2 weeks to complete. Week 1 focuses on an introduction to all 6 simple
machines, as well as a main focus and activities that teach about the use of the pulley, wedge,
lever, and wheel and axle. Week 2 will cover the inclined plane and screw, along with the use
and importance of compound machines (2 or more simple machines combined to make work
easier). This unit plan will cover week 1 of the entire unit.
Objectives:
General Unit Objectives:
1. The students will learn and understand the uses and functions of the 6 simple machines
by completing class activities on each simple machine.
2. The students will be able to apply their knowledge of simple machines in real
situations by being able to use simple machines to help them make work easier in their
everyday life.
3. The students will gain a higher appreciation of how simple machines are used every
day to make moving, lifting, pushing, and pulling objects easier.
Specific Objectives:
The students will be able to correctly identify and label all 6 different types of simple machines when shown tangible examples.
The students will be able to research and identify the purpose, function, uses, and
examples of each simple machine when give computers and worksheets with 80%
accuracy.
The students will be able to demonstrate their understanding of how a pulley
system works, with 80% accuracy, by creating their own fixed pulley system
using various materials provided by the teacher to lift a bucket off the ground.
The students will be able to demonstrate an understanding of how a wedge can
separate an object into equal parts and then record the divided amount in fraction
form with 80% accuracy when given clay and a knife.
Given a Legos lever set, the student will be able to construct a lever with
appropriate fulcrum placement in order to help a Lego minifigure lift a 50g load
with 80% accuracy.
The student will be able to properly identify and label the fulcrum, load, and
effort with 80% accuracy when given a worksheet to draw the levers they
constructed.
Given toy cars with and without wheels and axles and rulers, the student will be
able to measure and compare the distances that the toy cars travel with 80%
accuracy.
Given toy cars with and without wheels and axles and spring scales, the student
will be able to determine and compare the force it takes to move the toy cars with
80% accuracy.
Standards of Learning (SOLs):
Force, Motion, and Energy
3.2 The student will investigate and understand simple machines and their uses. Key
concepts include
a) purpose and function of simple machines;
b) types of simple machines;
c) compound machines; and
d) examples of simple and compound machines found in the school, home, and work
environments.
Probability and Statistics
3.17 The student will
a) collect and organize data, using observations, measurements, surveys, or
experiments;
3.3 Math
The student will
a) name and write fractions (including mixed numbers) represented by a model.
Oral Language 3.1 The student will use effective communication skills in group activities.
a) Listen attentively by making eye contact, facing the speaker, asking questions, and
summarizing what is said.
b) Ask and respond to questions from teachers and other group members.
c) Explain what has been learned.
d) Use language appropriate for context.
e) Increase listening and speaking vocabularies
Reading
3.7 The student will demonstrate comprehension of information from a variety of
print and electronic resources.
a) Use encyclopedias and other reference books, including online reference materials.
b) Use table of contents, indices, and charts.
Responsible Behaviors (PE)
3.4 The student will demonstrate an understanding of the purpose for rules,
procedures, etiquette, and respectful behaviors while in various physical
activity settings.
a) Demonstrate independence and good use of time while engaging in physical
activity.
b) Provide input into establishing rules and guidelines for behavior in physical
activity settings.
c) Work cooperatively with peers.
Visual Communication and Production (Fine Arts)
3.8 The student will use organic and geometric shapes in observational drawing.
Technology Research Tools
C/T 3-5.6 Plan and apply strategies for gathering information, using a variety of
tools and sources, and reflect on alternate strategies that might lead to greater
successes in future projects.
a) Collect information from a variety of sources. Conduct research using various
types of text- and media- based information.
Daily Plans:
Day 1: Introduction to Simple Machines
Purpose:
This will be a two week unit and we will be covering day one. It will be an introduction to
the 6 simple machines and their general purpose, function, and use. This lesson will be a focus
on how simple machines make work easier.
SOL 3.2 Science: Force, Motion, and Energy
The student will investigate and understand simple machines and their uses. Key concepts
include:
a) purpose and function of simple machines;
b) types of simple machines;
c) compound machines; and
d) examples of simple and compound machines found in the school, home, and work
environments.
SOL 3.7 Reading
The student will demonstrate comprehension of information from a variety of print and
electronic resources.
a) Use encyclopedias and other reference books, including online reference materials.
b) Use table of contents, indices, and charts.
SOL C/T 3-5.6 Technology Research Tools
Plan and apply strategies for gathering information, using a variety of tools and sources, and
reflect on alternate strategies that might lead to greater successes in future projects.
a) Collect information from a variety of sources. Conduct research using various types of
text- and media-based information.
Objectives:
The students will be able to correctly identify and label all 6 different types of simple machines when shown tangible examples.
The students will be able to research and identify the purpose, function, uses, and examples of each simple machine when give computers and worksheets.
Procedure:
Introduction
For the start of this lesson the teacher will have a table that will display an example
of each of the six simple machines for the students to see and then ask some questions to
see what the students might already know. They will also be handed a small booklet that
will contain a picture and description of the different types of simple machines that they
will be looking at for the next couple of weeks and students can use this as a reference for
extra help. (visual/auditory)
o “Have you ever seen any of these tools/machines before?”
o “Do you know any of their names?”
o “Do you know what these tools do or what kind of function they might have?”
o “Where have you probably seen them before?”
Development
From here, the teacher will go on to explain the concept of a simple machine and
why they are named so, as well as what a function of the machines might be and why
they are so important. (auditory)
o Simple machines are simple tools used to make work easier. They help us to lift,
push, pull, and divide a load to complete a task more easily.
o The simple machines only work to help us to finish the work, not to do the work for
us. We have to use the tools correctly or they won’t do us any good.
Once the teacher has finished with the introduction to the machines, the students are
to use the first page of their worksheet and label each picture of the simple machines with
the correct name. The class will also come up with a collective definition to describe a
simple machine, but the teacher will ultimately come up with a more concrete definition
for each machine. The teacher will then read the book The Simple Story of the 3 Pigs and
the Scientific Wolf, by Mary Fetzner. This book will be another reinforcement and visual
aid for what the teacher just discussed with the class about simple machines and what
they can actually do for us. (auditory/visual)
Next, the class will get together with a partner and each pair will be allowed to use
the computers or resource books to complete the worksheet. The teacher will provide a
list of possible search topics for the students to enter as well as a few recommended sites.
This part of the page will contain a graphic organizer that has each simple machine listed
and the students are to research and find a short definition of each machine along with a
function, or use, and an example. (auditory/visual/kinesthetic)
It might be a good plan to assign those students who could possibly struggle with the
research portion of the lesson with the more advanced students. This would create a
balance as the students are to work together in order to complete their own packet.
Summary
When every pair has finished their first page, the class will come back together to go
over what they found and ask any questions that they came up with. Depending on the
number of pairings, and to save some time, a few groups will go over one machine and
the next few groups will go over another, and so on. This way everyone should have all
the information for each simple machine and the whole class will have the responsibility
of completing the worksheet.
Materials:
Simple Machines Display
Small ramp (inclined plane)
Hatchet (wedge)
Knife (wedge)
Jar lid, screw (screw)
Crowbar (lever)
Pliers/scissors (lever)
Pulley (wheel/axle and rope)
Toy car (wheel/axle)
The Simple Story of the 3 Pigs and the Scientific Wolf, by Mary Fetzner
Computers
Simple Machines Computer Worksheet/Template
Small booklets put together by the teacher
Evaluation Part A:
Each student will be given an individual assessment based on the completion of the
internet research worksheet
I will know that the student has met the objective if s/he is able to correctly label all six simple machines.
I will know that the student has met the objective if s/he is able to provide an accurate description of at least 5 out of 6 simple machines when using the
computer.
Evaluation Part B:
Did the students meet the objectives?
Did the students accurately complete the research worksheet?
Did the students correctly identify examples of simple machines used throughout the school?
What were the strengths of the lesson?
What were the weaknesses of the lesson?
How would I change this lesson if I could teach it again?
Simple Machines
Directions: Label each picture as the correct type of simple machine. Using the computer, go to
http://www.fi.edu/qa97/spotlight3/v to complete the questions for each simple machine.